Elements of Successful Course Design · overview of course. • Identifies behaviors and skills...

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Elements of Successful Course Design Igor Akpovo, Ph.D Faculty Consultant for Innovative Teaching Janelle Coleman, Ph.D Faculty Consultant for Assessment John Walker, M.A. Experience Learning Assessment Coordinator teaching.utk.edu

Transcript of Elements of Successful Course Design · overview of course. • Identifies behaviors and skills...

Page 1: Elements of Successful Course Design · overview of course. • Identifies behaviors and skills students are expected to learn. • Helps students be aware of their learning responsibility.

ElementsofSuccessful

CourseDesignIgorAkpovo,Ph.D

FacultyConsultantforInnovativeTeaching

JanelleColeman,Ph.DFacultyConsultantforAssessment

JohnWalker,M.A.ExperienceLearningAssessmentCoordinator

teaching.utk.edu

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Bytheendofthissession,participantswill…

1. Applyatleastoneconceptualplanningmodelwhencreatingaspectsoftheircourse.

2. Articulatethecharacteristicsandbenefitsofclearlearningoutcomes.

3. Identifystrategiesforengagingstudentsthroughthelearningprocess.

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AreasofNeed• Establishingaclearorganizationforyourcourse.• Ensurethatformativeandsummativeassessmentsareproperlyintegrated.• Makingcontent/materialrelevanttostudents.• Ensuringthatstudentsareengagedasactiveparticipantsintheirlearning.

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PlanningTools

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PlanningCourseContent:WhattoConsider?1. Contextofthecoursewithinthelarger

curriculumoftheprogram:• LeveloftheCourse• RequiredorElective

2. Disciplinaryornational/regionalstandardsthatdictatewhatmustbecovered

3. StudentCharacteristics/Backgrounds

4. LearningEnvironment

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PlanningMethod#1:ConcentricCircles

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howtousetimeeffectivelyforcollege;howtothinkabout

academicgoals;howtotalktoyouradvisor;howtoprioritize

howtousethelibrary(basics);methodsforeffectivereadingeffectivestudy(forcollege);waystoplanforgraduation

EnduringUnderstandings

forFYS:

ImportanttoKnoworDo:

Worth beingfamiliarwith

Otherservicesoncampus;ideasaboutgettingmostofcollegeeducation

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PlanningMethod#2:Difficult(Threshold)Concepts

• Whatarethedifficultconcepts?• Examineunits.• Adda“star”totheonesthatmaycauseproblemsformanystudentsconsistently.• Research/analysisonhowbesttoaddressdifficulties.

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ConceptualPlanningActivity

• Identifyasetofskillsorconceptsthatyouwouldlikestudentstolearninyourclass.

• UsingtheConcentricCircleModel,prioritizethoseskillsand/orconcepts.

• Next,putastarnexttothoseskillsorconceptsthatmightbethresholdconceptsforyourstudents.

• Insmallgroups(3or4),discusshowyoumightmitigatethosedifficultiesinyourcourse.

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PlanningMethod#3:ThreeColumnApproachtoCourseDesign

StudentLearningOutcomes

“Whatwill the studentbeabletodo?”

FormativeAssessment

“Whatwillstudentsdotodemonstratetheyare

learningthecontent?”(i.e.,whattheyarecurrently

learning)

SummativeAssessment

“Whatwillthestudentsbeabletodotoindicatethattheylearnedaconcept

withinatimeframe?”(i.e.whattheyhavelearned)

1.

2.

3.

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SettingtheCourseDevelopingClearLearningOutcomes

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SettingClearLearningOutcomes…

So,whyisthisimportant?

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ImportanceofClearLearningOutcomesandObjectives

• Providesinstructor,studentwithanoverviewofcourse.

• Identifiesbehaviorsandskillsstudentsareexpectedtolearn.

• Helpsstudentsbeawareoftheirlearningresponsibility.

• Createsroadmapforcourseplanning.

• Providesoutlineandcontextforinstructortodevelopcourseexamsandotherassessedassignments.

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CharacteristicsofStrongLearningOutcomes(SLOs)

Outcomes•OutcomesareSpecific.•OutcomesareMeasurable.•OutcomesareAchievable.•OutcomesareRelevant.•OutcomesareTime-framed.

OutcomesareSMART!

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Remember Understand Apply Analyze Evaluate Create

CountDefineDescribeDrawIdentifyLabelListMatchNameOutlinePointQuoteReadRecallReciteRecognizeRecordRepeatReproduceSelectStateWrite

AssociateComputeConvertDefendDiscussDistinguishEstimateExplainExtendExtrapolateGeneralizeGiveexamplesInferParaphrasePredictRewriteSummarize

ApplyCalculateChangeClassifyCompleteComputeDemonstrateDiscoverDivideExamineGraphInterpolateManipulateModifyOperatePrepareProduceShowSolveSubtractTranslateUse

AnalyzeArrangeBreakdownCategorizeCombineDesignDetectDevelopDiagramDifferentiateDiscriminateIllustrateInferOutlinePointoutRelateSelectSeparateSubdivideUtilize

AppraiseAssessCompareConcludeContrastCriticizeCritiqueDetermineGradeInterpretJudgeJustifyMeasureRankRateRelateSupportTest

ComposeCreateCombineConnectDesignDeviseGroupIntegrateModifyOrderOrganizePlanPrescribeProposeRearrangeReconstructReorganizeReviseRewriteTransform

LearningOutcomesbyCategory:Whatstudentsdo

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CommonPitfallswithSLOs

• “Double-barreled”outcomes• Usingvagueverbs(e.g.,

“understand”and“know”)• Wordyoutcomes(e.g.,

“studentswilldemonstratetheabilityto…”)

• Outcomesstatedasgoals

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WeakLearningOutcomes• Studentswillknowtheelementsfromtheperiodictable.

• StudentswillbeabletounderstandandapplythePythagoreanTheorem.

• Studentswilldemonstratetheabilitytoanalyzeanddescribethehistoricalperspectivesofourworldandappreciatethecontributionsofthoseperspectives.

• Studentswillobtainaresearchgrant.

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StrongLearningOutcomes• Givenaparagraph,thestudentwillidentifyten

rulesofgrammarthatareusedinitsconstruction.

• Studentswillpresentinformationabouttheirresearchtoageneralaudience.

• Bytheendofthiscourse,studentswilldistinguishbetweenahypothesis,atheory,andalaw.

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LearningOutcomesActivityHowdowemakeweakoutcomesstronger?

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ImportanceofAligningLearningOutcomesWithAssessments

• Itensuresthevalidity,reliability,andtransparencyoftheassessments.

• Ithelpstoensurethatthe'right'skillsandknowledgearebeingassessedattherighttimeusingappropriatemethods.

• Itprovidesdependableevidence ofhowwellstudentsarereachingthedesiredoutcomes.

• Itreinforces tostudentswhatneedstobemasteredandhelpsthemtracktheirprogressinthecourse.

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AssessmentTypesandStrategies

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AssessmentProcess

Evidence

FeedbackAdjustInstruction&Learning

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Formativevs.SummativeAssessment

• Formativeassessmentisassessmentfor learning.Itsfocusisonfutureachievement.

• Summativeassessmentisassessmentof learning.Itassesseswhathasbeenlearnedinthepast.

• TheseformsofassessmentareNOTmutuallyexclusive;theyshouldbeusedinconjunctionwithoneanothertomeasurestudentlearning.

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ExamplesofFormativeAssessment

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ExamplesofSummativeAssessment

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TestYourKnowledge!

Howmuchhaveyoulearnedaboutassessment?

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Engagement

MakingYourContentMatter!

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ActiveLearning

• WhatIhear,Iforget.• WhatIhearandsee,I

rememberalittle.• WhatIhear,see,andask

questionsaboutordiscuss withsomeoneelse,Ibegintounderstand.

• WhatIhear,see,discussanddo,Iacquireknowledgeandskill.

• WhatIteach toanother,Imaster(Silberman,1996).

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ActiveLearning(con’t.)

• Activelearningreferstoabroadrangeofteachingstrategieswhichengagestudentsasactiveparticipantsintheirlearning.

• Activelearningactivitiesengagestudentsindoingsomethingbesideslisteningtoalectureandtakingnotestohelpthemlearnandapplycoursematerial.

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ActiveLearningStrategies

• Opendiscussions• Games• Think-Pair-Share• PeerReview• RolePlaying,etc.• Smallgroupdiscussions• Demonstration• ExperientialLearning

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ExperientialLearning

Experientiallearning isanapproachtoeducationthatemphasizesengagedstudentlearningthroughdirectexperienceandintensereflectiontoincreaseknowledgeandacquirelifelonglearningandproblem-solvingskills.

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WhyisELImportanttoStudents’Education?

• CurrentEducationalBenefits• GenerationZ(bornbetween1995-2010)• ResearchshowsthatusingEListhemosteffectivewaythatthesestudentslearn.*

• FutureCareerandProfessionalBenefits• EmployersarelookingfornewemployeeswiththeskillsthataredevelopedthroughELexperiences.

*Seemiller,C.&Grace,M.(2016)GenerationZGoestoCollege.SanFrancisco:Jossey-Bass.

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TLIResources• Assessment• CourseDesign• InclusiveTeachingPractices• OnlineTeachingPractices• ExperientialLearning• Service-learning https://teaching.utk.edu/

UpcomingworkshopsalsoavailableontheTLIwebsite!

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Thankyou!

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